How Not to Be a Naïve Realist: On Knowledge and Perception

2020 ◽  
pp. 57-80
Keyword(s):  
2019 ◽  
Vol 96 (2) ◽  
pp. 211-243
Author(s):  
Matt E.M. Bower

Despite extensive discussion of naïve realism in the wider philosophical literature, those influenced by the phenomenological movement who work in the philosophy of perception have hardly weighed in on the matter. It is thus interesting to discover that Edmund Husserl’s close philosophical interlocutor and friend, the early twentieth-century phenomenologist Johannes Daubert, held the naive realist view. This article presents Daubert’s views on the fundamental nature of perceptual experience and shows how they differ radically from those of Husserl’s. The author argues, in conclusion, that Daubert’s views are superior to those of Husserl’s specifically in the way that they deal with the phenomenon of perceptual constancy.


2018 ◽  
Vol 97 (2) ◽  
pp. 408-411
Author(s):  
David R. Hilbert
Keyword(s):  

Ratio ◽  
2014 ◽  
Vol 27 (4) ◽  
pp. 393-413 ◽  
Author(s):  
Craig French
Keyword(s):  

2021 ◽  
Author(s):  
◽  
Blair Daniel Northcott

<p>Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has identified the importance of prior knowledge in science education, there is limited research that investigates students’ prior knowledge and beliefs about NOS. This information is critical in identifying what teachers need to target in order develop informed NOS beliefs amongst students. In this study the NOS beliefs of year 11 secondary school students in New Zealand were explored using a mixed methods approach. Factor analysis of the students’ (N=502) NOS questionnaire responses revealed that students’ conceptions of NOS differed from the constructs identified in the NOS literature. Coding of the purposively selected sample of student interviews (n=22) revealed a naïve realist model of science was common. This model along with the alternative constructs provided insights into students’ NOS conceptions. The findings were used to develop a model that could help teachers’ better identify explicit and implicit teaching practices to help students develop more appropriate NOS models.</p>


Analysis ◽  
2018 ◽  
Vol 78 (3) ◽  
pp. 580-583
Author(s):  
Eliot Michaelson
Keyword(s):  

2012 ◽  
Vol 26 (1) ◽  
pp. 173-199 ◽  
Author(s):  
Heather Logue
Keyword(s):  

2018 ◽  
Vol 43 (4) ◽  
pp. 621-622
Author(s):  
Rolf G. Kuehni
Keyword(s):  

Mäetagused ◽  
2021 ◽  
Vol 80 ◽  
pp. 119-154
Author(s):  
Siim Sorokin ◽  

The present multidisciplinary theoretical article develops its focal line of argument gradually. At first, feminist and narrative theory are consulted; after that, some treatments in the philosophy of mind are discussed. The latter’s correlative relationship with the recent “materialist turn” in philosophy affords to propose a tentative alternative to the current and universally accepted approaches to the (fictional) character much indebted to philosophical idealism. This latter observation also determines the broad – some might argue seemingly overtly complicated – theoretical reach of the article. However, its timely point of departure – the online misogynistic abuse in fan discussions directed at Breaking Bad’s Skyler White and the actress Anna Gunn –, enables to cast the issue of character engagement in necessarily broad terms, disciplinarily speaking. Be it in the context of different scientific disciplines or as the crucial vertebra connecting them, whilst also suggesting far-reaching philosophical implications. This kind of engagement, and especially its expression in online discourse, provides an impetus to inquire about the peculiarities of the human mind and the operation of human thought. Therefore, the present article zooms in on the conventionally understood binary relationship between “fiction” and “reality”, sketching appropriate terminology (continuance, narrative person, realitization) and theoretical framework (inspired, in part, by the Soviet school of philosophical Activity Theory) to help explain the human proclivity to treat characters in naïve realist terms, i.e., as real people. The central research question is as follows: what kind of ramifications can be detected for the conceptualization of character (and narrative) engagement from a particular kind of value-laden reception (like the forms of digital misogyny that emerged in the context of Breaking Bad’s reception)?


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